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Course: Teacher Education in Pakistan
Code: 8624
Level: B.Ed
Assignment No 2
Q.No.1: Highlight the characteristics of textbook, and give suggestions for
improvising the quality of textbooks.
Answer
Characteristics of Textbook
A textbook serves as a guide for a teacher and s student as well. Its content decides the
destination of the both. To my mind, a textbook provides foundation for the instructional
process. This also motivates the teachers and the students for instruction and learning. Here
are some established and acknowledged definitions of a textbook. A textbook are a basic
book used in a particular course of study. • A textbook is a book that is developed keeping in
view particular curricular objectives, particular level of education and students possessing
specific cognitive abilities. • The book that is developed for the purpose of seeking similarities
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in content and instructional activities organized for the students of various educational
institutions. The salient characteristics of a textbook are mentioned in the following lines :-
Conformity with the objectives of curriculum :-
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A standard textbook conforms to the pre-determined objectives of curriculum. There must be
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coordination between the content of textbook and the objectives of curriculum. To me, every
textbook is the most significant source of obtaining the curricular objectives. It it fails in
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achieving the aims of curriculum, it will definitely be regarded that there is no agreement and
relationship between the
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content and the curricular objectives.
Harmony with national ideology :-
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Every nation leads life according to its philosophy of life which is reflected in the system of
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education. This very philosophy of life is presented in the textbook contents so that the new
generation may get acquainted with it. A textbook is developed in the light of the segments of
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the national philosophy of life. All aspects of a textbook mirror the national ideology. It is
obligatory for the learned writers to provide these necessary services in terms of the
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development of textbooks for the attainment of the broad objectives of education.
Logical organization :-
A logical organization can be observed in the content, skills and other activities selected for
the textbook. The flow of information and skills should be from simple to complicated, know
to the unknown, easy to difficult and from abstract to concrete. The content of the textbook
should be integrated, balanced, sequenced and harmonized. It should not be disintegrated
and parted. All concepts presented in the textbook must be interlinked and logically
connected so that they may assist in understanding one another.
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Conformity with the capabilities of the learners :-

A standard textbook must be harmonized with the interests, needs, psychological demands
and mental level of the student. In this situation, the students will take keen interest in the
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educative and instructional process. Otherwise, the educative process will end in nothing. If
the textbook content is not in accordance with the psychological needs and cognitive level of
the students, the students will exhibit fatigue and disinterest which will lead ,to wastage of
academic and educational sources. A good textbook attracts the students in many ways if it
is developed according to the established principles.
Unbiased content :-
The content and other learning experiences of a good textbook are unbiased and objective.
There should be no_ amalgamation of the personal aspirations and attachments of the writers
in the contents of the textbook. The textbook should be free from all those academic contents
which hurt particular class of the individuals or a school of thought. The content of the
textbook must address the whole mankind.
Comprehensiveness and simplicity :-

Comprehensiveness and simplicity are the two primary traits of a textbook. The content of
the textbook should be simple in nature and in presentation but should be comprehensive in
impression and effect. The content should cover all the aspects of human life. In this way, the
comprehensive aims of developing the personality of the individual shall be obtained. It is
necessary for the developer of the textbook to avoid from irrelevant material but they must
keep in mind the principle of comprehensiveness and simplicity during the development of the
textbook.
Real-life experiences :-
A good textbook makes the individuals aware of the experiences of real life. Curriculum is
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concerned with life and life is a reality. The experiences of life are the precious heritage of
mankind. A textbook must consist of the human heritage. This heritage is transmitted to the
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students in terms of a textbook. Education is life and this life is presented in the textbook. In
this regard, it seems necessary that the students should be acquainted with the truths of life
so they may solve the problems of life.
Presentation of the content :-

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A psychological and logical order is observed in the presentation of a textbook. First of all, the
topics are described and thereafter, such topics are mentioned in the textbook. The division
brings about facilitation

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of the content into topics and sub-topics facilitate the instruction and learning process. This
in
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division enables the teacher to teach a topic under various headings. On the other hand, it
learning of a topic for the students.
External impression :- 3
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The external impression of a good textbook is always impressive and absorbing. The external
impression includes printing on good quality paper, attractive title, appropriate volume,
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reasonable price and easily availability in the market. The external impression of a textbook
matters much for a lay man. It is quite possible that a student begins to dislike a subject
because of the unimpressive title of a textbook. It is also possible that a student cannot get
benefit of a textbook because of its high price. The textbook should be free from all
grammatical and typographical mistakes. Such mistakes may corrupt the meaning of the
content and leave negative effects on the learning process.
Objectivity :-
Objectivity refers to a tendency of viewing things on the basis of external truths and unbiased
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findings. It totally denies the personal desires and wills. A good textbook is marked with the
feature of objectivity. The content of a textbook should be the spokesman of the external
realities. All the content of a textbook should be verifiable. A textbook, lacking the quality of
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objectivity, cannot produce the students which the education system expects.
Explanation of the content :-

The difficult points of a textbook are explained in terms of pictures, sketches, tables, concrete
examples and diagrams. The use of these explanatory tools can bring about better
instructional results. The students become able to understand the immaterial concepts
presented in the textbook. The writers must be careful in the development of explanatory
tools. They should keep the social values and curricular objectives during the development of
these explanatory tools.
Suggestions to Improve Quality of Textbooks
1. Introduce new topics by referencing to what the learner already knows
Many textbooks introduce new topics by making reference to learning objectives and then
dive in to whatever new topic the chapter introduces. Since research shows that better
learning occurs when students build on prior knowledge, my first suggestions would be to
start chapters with activities that require students to recall and, in a sense, to activate prior
knowledge, thus strengthening the connections between existing knowledge and the new
concepts about to be learnt.
2. Pairing graphics with text

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Clearly textbooks should be aesthetically appealing. We would be wise not to ignore affective
factors that could influence negatively a learner’s disposition to learning before it has a
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chance to occur. Although stereotypically we tend to determine academic rigour to be in a
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negative correlation with the number of illustrations, it is possible to produce textbooks that
are both appealing and supportive of effective instruction.
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3. Interleaving different but related topics and skills
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Interleaving is the practice of alternating different topics and types of content. Although
intuitively we feel that we learn better by focusing on one topic or skill at a time, research
shows that better learning is achieved when students interleave different but related topics or
skills, rather than focusing on one topic or skill, then another topic or skill, and so on.
4. Encourage distributed practice

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Closely related to the principle of interleaving of topics and skills, distributed or spaced
practice is based on the fact that learners remember information better when they are
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exposed to it multiple times throughout a course. Textbooks generally adopt a modular
structure: study one topic, assess it, move on. Job done. Good luck for the exam.
Q.No.2: Discuss the comparative education and purpose of this study at the
secondary level. And also describe the importance of Tertiary Education.
Answer
Comparative Education
Comparative education is a discipline in the social sciences which entails the scrutiny and
evaluation of different educational systems, such as those in various countries. Professionals
in this area of endeavor are absorbed in advancing evocative terminologies and guidelines for
education worldwide, enhancing educational structures and producing a context to which the
success and effectivity of education programs and initiatives can be assessed.
Purpose of Comparative at Secondary Level
Comparative education will contribute to the enunciation of the generalizations or principles

that themselves will be useful in accomplishing the other purposes of the field, and in
contributing to knowledge more generally. Different comparativists express this hope rather
differently and suggest different ways of realizing it, but, as in other fields of scholarly
endeavor, there is a common concern to look beyond particular cases or phenomena to
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general patterns or tendencies. The major figures in comparative education have never
limited themselves to static descriptive studies, simply noting similarities and differences
between educational systems or practices, but have always moved to explanation or
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interpretation, and the identification of recurring patterns or tendencies that might be
expressed as underlying principles or, as Holmes would have it, even laws. Kandel and Hans
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wrote of identifying underlying principles by which educational systems could be understood
and problems analyzed. One of the purposes of comparative education to emerge through the
literature involves its contribution to international understanding and good will. Comparative
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education, in particular, with its interest in international issues of relevance to education and
the contact it generated between nations and individuals was seen by many of its contributors
Importance of Tertiary Education 21

as a growth point for international harmony.
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Tertiary education and economic growth. It investigates the potential importance of tertiary
education in the growth process using the standard data in the field. Previous studies have
focused largely on primary and secondary education and have calculated growth rates using
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only two data points. In this paper these potential anomalies are addressed. All available data
are used in calculating growth rates and the scope of the education process is widened to
include tertiary education. The results suggest that tertiary education may well have an
important role to play in the growth process.
Role of Tertiary Education
The roles of higher education in sustainable economic and social development increase year
by year, and this will continue over the next decades. Higher education can be seen as a focal
point of knowledge and its application, an institution which makes a great contribution to the
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economic growth and development through fostering innovation and increasing higher skills.
It is looked as a way to improve the quality of life and address major social and global
challenges. Higher education is broadly defined as one of key drivers of growth performance,
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prosperity and competitiveness. UNESCO says its social role provides the link between the
intellectual and educational role of universities on one hand and the development of society
on the other. Raising skills holds the key to higher living standards and well-being. Investing
in knowledge creation and enabling its diffusion is the key to creating high-wage employment
and enhancing productivity growth, points out OECD.
Here is an overview of the most important roles of higher education in today’s economy:
Creating a quality workforce
Higher education gives a person an opportunity to succeed in today’s global economy. Modern
universities provide their students with various programmes aimed at preparing them for
different economic sectors, helping them to stay and progress in the labour market for long,
programmes that make a difference for labour market outcomes and keep pace with changes
in the global economy and changes in the innovation process. Universities promote lifelong
learning; they offer opportunities to engage and attract professionals into training and
professional development.
Supporting business and industry
Business has changed over the last decade, the dynamic processes take place in a range of
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contexts and landscapes. There are a lot of jobs today that failed to exist several decades
ago. Technology is changing the nature of work. The 2017 McKinsey report estimated that 49
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percent of time spent on work activities worldwide could be automated using existing
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technologies. The requirements on employee’s skills have also changed. Higher education
institutions assure the relevance of their knowledge, identify skills gaps, create special
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programmes and build the right skills that can help countries improve economic prosperity
and social cohesion, adapt workforce development to the economy and changing demand for
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the new skills, develop relevant skills and activate skill supply, and thus support improvement
in productivity and growth.
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Caring out research and promoting technologies
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Higher education is a technology and innovation driver. One of the missions of the modern
universities is finding solutions to big challenges and conducting research within global
priority areas, contributing to social outcomes such as health and social engagement. Often
it is aimed at designing technologies that result in new products and supplying advanced
technology for use.
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Knowledge is the true basis of higher education: its production via research, its transmission
via teaching, its acquisition and use by students. Hence, excellence must remain the prime
objective of any institution of higher education, including universities in any country. Russia
retains universities’s tradional role as critics and servants of society and is setting its sights
high. Russia’s leading universities Project 5-100 participants guarantee excellence in the
knowledge and training that they impart. These institutions are focusing resources on quality
education, encouraging students and taking account of students’ profiles and specific needs,
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strengthening teacher training and exposure to best working practices and creating incentives
to attract the most experienced teachers.
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Countries are putting knowledge at the service of their societies to create a better world. This
can be achieved through the training of first-class minds, through major advances in science
and technology and by encouraging an interest in learning. Now, to realize its full potential,
higher education is to maintain a pro-active stance, strengthen its position as a bedrock upon
which countries are and build a new road to growth. It cannot be passive.
Q.No.3: Explain the nature, scope, aims and realization of secondary education and
national education policy 1998-2010.
Answer
Nature of Secondary Education and National Educational Policy
Teachers’ knowledge of computer-related ergonomics in education will have an effect on the

learning process and the work practices of their students. However little is known about
teacher education in this area. The study aimed to investigate the sources and nature of
secondary school teachers’ education about computer-related ergonomics. It also investigated
the use of computers by secondary school children. The study included all secondary schools
in the Republic of Ireland. The findings suggest that computers are widely available and are
used frequently by students and teachers. However, there is evidence that teachers are not
receiving information on computer-related ergonomics. Teachers were generally dissatisfied
with this and would welcome information on the subject. The study discusses the implications
Objectives
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of the findings and makes recommendations to meet the needs of the teachers.
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Secondary education should provide the learner with opportunities to:
the nation
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1. acquire necessary knowledge, skills and attitudes for the development of the self and
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2. promote love for and loyalty to the nation
3. promoter harmonious co-existence among the peoples of Kenya
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4. develop mentally, socially, morally, physically and spiritually
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5. enhance understanding and respect for own and other people's cultures and their place
in contemporary society
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6. enhance understanding and appreciation of interrelationships among nations
7. promote positive environmental and health practices
8. build a firm foundation for further education and training
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9. develop ability for enquiry, critical thinking and rational judgment
10.develop into a responsible and socially well adjusted person
11.promote acceptance and respect for all persons
12.enhance enjoyment in learning
13.identify individual talents and develop them
14.build a foundation for technological and industrial development
15.develop into a self-disciplined individual who appreciates work and manages time
properly
Aims of Secondary Education

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Secondary Education Commission: Aim # 1.

Democratic Citizenship:
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Citizenship in a democracy is required by every individual. He must develop independent
judgment on all kinds of complicated social, economic and political issues and to a large
extent, decide his own course of action.
As secondary education would be the end of all formal education for the majority of students,
it must assume the responsibility of providing the necessary training for this purpose. So
education should generate in the students the sense of responsibility to tackle the
controversial situations of the country and foster in them the sense of belongingness.

Improvement of Vocational Efficiency:
As the national situation is concerned, we must concentrate on increasing the productive,
technical and vocational efficiency of our students. Students will develop the new scientific
attitude and appreciate the dignity of labour. That is why greater emphasis should be given
on crafts and productive works in all schools, in addition to the introduction of diversified
courses of studies at the secondary level.

Development of Personality:
One of the main functions of secondary education should be to release the sources of creative
energy in the students so that they may be able to appreciate their cultural heritage, to
cultivate rich interests which they can pursue in their leisure and so contributes, in later life,
to the development of this heritage.
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The commission recommended that in the curriculum due honour should be given to the
subjects like Art, Craft, Music, Dancing, and the development of hobbies which will help in the
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development of total personality of the students.
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Education for Leadership:
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Successful functioning of a democracy depends upon the training in discipline as well as
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leadership. In this context, the function of secondary education is to train persons who will be
able to assume the responsibility of leadership in the social, political, industrial and cultural
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fields, in their own small groups of community or locality.
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National Education Policy 1998-2010
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Salient Features of National Education Policy 1998-2010
Aims and objectives

0 of Education and Islamic Education
Education and training should enable the citizens of Pakistan to lead their lives according to
the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them
as a true practicing Muslim. To evolve an integrated system of national education by bringing
Deeni Madaris and modern schools closer to each stream in curriculum and the contents of
education. Nazira Qur'an will be introduced as a compulsory component from grade I-VIII
while at secondary level translation of the selected verses from the Holy Qur'an will be
offered.
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Literacy and Non-Formal Education
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Eradication of illiteracy through formal and informal means for expansion of basic education
through involvement of community. The current literacy rate of about 39% will be raised to
55% during the first five years of the policy and 70% by the year 2010 Functional literacy
and income generation skills will be provided to rural women of 15 to 25 age group and basic
educational facilities will be provided to working children. Functional literacy will be imparted
to adolescents (10-14) who missed out the chance of primary education. The existing
disparities in basic education will be reduced to half by year 2010.
Elementary Education
About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03.
Gross enrolment ratio at primary level will be increased to 105% by year 2010 and
Compulsory Primary Education Act will be promulgated and enforced in a phased manner. Full
utilization of existing capacity at the basic level has been ensured by providing for
introduction of double shift in existing school of basics education. Quality of primary
education will be improved through revising curricula, imparting in-service training to the
teachers, raising entry qualifications for teachers from matriculation to intermediate, revising
teacher training curricula, improving management and supervision system and reforming the
existing examination and assessment system.
Secondary Education
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One model secondary school will be set up at each district level. A definite vocation or a
career will be introduced at secondary level. It would be ensured that all the boys and girls,
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desirous of entering secondary education, become enrolled in secondary schools. Curriculum
for secondary and higher secondary will be revised and multiple textbooks will be introduced.
The participation rate will be increased from 31% to 48% by 2002-03. The base for technical
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and vocational education shall be broadened through introduction of a stream of matriculation
(Technical) on pilot basis and establishment of vocational high schools. Multiple textbooks
shall be introduced
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Teacher Education
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To increase the effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators through school clustering and other
techniques. To upgrade the quality of pre-service teacher training programmes by introducing
parallel programmes of longer duration at post-secondary and post-degree levels i.e.
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introduction of programs of FA/FSc education and BA/BSc education . The contents and
methodology parts of teacher education curricula will be revised. Both formal and non-formal
means shall be used to provide increased opportunities of in-service training to the working
teachers, preferably at least once in five years. A special package of incentives package shall
be provided to rural females to join the teaching profession. A new cadre of teacher educators
shall be created.
Q.No.4: Explain the programs for the training of secondary school teachers through
distance and formal mode.
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Answer
Teacher Training Programs of Secondary School Teachers
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The professional development programs to be devised / implemented by TEDDS Learning
Centre for Teachers will be professionally sound and customized to effective teaching at
elementary, Secondary and Higher secondary level of teaching to be undertaken by highly
skilled and experienced experts in Education. Supporting National endeavor in enhancing
professional skills development of teachers through Degree Courses and certificates in
education to meet indigenous requirement of TEDDS, Lahore, Punjab and Pakistan.
The program objectives are:

• To enhance the professional skills of selected Teacher Educators i.e. master teacher trainers
in the teaching of Mathematics, Science, English as a Second Language & other subjects,
ICT and leadership for managing change.
• Professional development of all the teachers on the roll of ‘The Trust Schools’ as well as the
future inductees in TEDDS.
• Provisioning of affordable teacher Training Program for the serving teachers in other
institutions in and around Lahore, Punjab and Pakistan as well as the prospective teachers.
• Introduction of Master, Bachelor and Honors Degree Courses, MMOT (Montessori Method of
Teaching) and other Certificates / Diploma Courses relevant to Elementary, Secondary and
Higher Secondary School Teaching.
Typical subjects taught on a teacher training course
Adult Education
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•
• Aptitude Tests
•
•
Assessing Pupils
Attendance Patterns
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Behaviour Management.
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• Classroom Discipline.
•
•
Classroom Management
Class Exercises
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•
•
Computer Assisted Learning
Community Learning
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•
•
•
Curriculum Design
Educational Theories
Educational Software
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•
•
•
Employability Skills
Equality and Diversity
Just-in-time learning
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• Laboratory Based Education
•
•
•
Learning Environment
Lesson Design
Mentoring Pupils
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• Primary Teaching
• Structured Learning
• Student-Centred Learning
• Teaching Methodologies
• Tutorial Support
• Vocational Courses
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• Writing Handouts
• Work Based Learning
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Distance Mode of Teacher Education in Increasing the Supply of Secondary School
Teachers-
Distance Education is a mode that has the potential to transcend barriers which are caused by
distance, time as well as age, hence facilitating lifelong learning. Through distance education,
the learner enjoys a high degree of autonomy in deciding what, when and how to learn. The
flexibility inherent in distance learning, and the fact that it can be combined with full or near
fulltime job, makes it particularly appropriate for the often widely distributed force of teachers
and school managers and continuous professional development enables teachers to extend
existing knowledge and skills and develop new ones.
In many countries, while the importance of teachers is given a lot of emphasis, including in
international reports, attention given to teacher education and the professional development
of teachers often lags behind that given to other levels of the education systems. While there
is a strong recognition that teacher education and professional development need to be
integrated in ways that operationalize lifelong learning for teachers, the resources allocated to
it are usually inadequate. Consequently, in much of the developing world, teacher education
has been in a serious crisis. Inherited systems of teacher education have proved increasingly
unable to satisfy the dual demands of higher quality training and substantially increased
output demanded by commitments to universalize primary education. Many education
systems still contain large proportions of untrained or under qualified teachers who teach
subjects in which they are not qualified and there are many teachers at the primary school
level who enter teacher training after completing secondary education and in some systems
even primary education. The quality of primary education is such that it lacks the capacity to
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provide a supportive professional environment for trainees who are fully qualified at graduate
level. Donor enthusiasm for new pedagogy, which frequently advocates learner-centred
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approaches, group work, attention to special needs, reflective teaching and a plethora of
methods of training associated with best practice in developed countries, has at times sat
uneasily with the realities of the training environment, teacher education infrastructure and
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different cultural and professional expectations of the role of the teacher in developing
countries. A lot of the rhetoric about reform has been increasingly difficult to translate into
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actual changes on the ground. In addition teachers increasingly face a widening range of
demands and roles. National governments, international organizations and specific
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circumstances continually set new goals and the need for critical thinking, life skills and
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others which seriously challenge the capacity of teachers to cope with.
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Training of Secondary School Teachers and Formal Mode
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A teacher educator (also called a teacher trainer) is a person who helps in-service and pre-
service teacher trainees to acquire the knowledge, competencies and attitudes they require to
0
be effective teachers. Several individual teacher educators are usually involved in the initial
or ongoing education of each teacher; often each specialises in teaching about a different
aspect of teaching (e.g. educational ethics, philosophy of education, sociology of
education, curriculum, pedagogy, subject-specific teaching methods etc.).
Not every culture has a concept that precisely matches the English term 'teacher
educator'... Even where the concept exists, the range of roles that is covered by the term
varies significantly from country to country. In some traditions, the term 'teacher trainer' may
be used instead of 'teacher educator'.
÷[ ø
A teacher educator may be narrowly defined as a higher education professional whose

principle activity is the preparation of beginning teachers in universities and other institutions
of teacher education, such as National Colleges of Education,Teacher Training Colleges and
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Teacher Centers. A broader definition might include any professional whose work contributes
in some way to the initial education or the continuing professional development of school and
other teachers.
Even within a single educational system, teacher educators may be employed in different
roles by different kinds of organisation. In the European context, for example, people who
could be considered to be teacher educators include:
• Higher Education academics with a responsibility

o for Teacher Education as such,
o for teaching a subject (such as chemistry or mathematics) to students who will later
become teachers;
o for research into teaching,
o for subject studies or
o for didactics;
• teachers in schools who supervise student teachers during periods of teaching practice;
• school teachers or school managers responsible for inducting new teachers during their
first year of teaching; or
• those in charge of school teaching staff’s continuous professional development.
Teacher educators may therefore work in many different contexts including National Colleges
of Education, teacher training colleges, teacher centers,(universities, schools, private sector
training organisations or trade unions) and their working time may be fully, or only partly,
dedicated to the preparation of teachers.
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1
highlight the short comings of our education system.
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Q.No.5: Explain the scope, nature and importance of education in Pakistan. Also
Answer
State of education in Pakistan

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The soul reason of backwardness of developing countries including Pakistan lies in the
negligence of educational sector. Despite being a harbinger of change, education in Pakistan
21
is not receiving enough attention on government side. That is why educational system is
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largely unsatisfactory in our country. In fact, low Literacy rate coupled with dropouts, ghost
teachers and dearth of basic amenities portray bleak picture of educational system.
Nature of Education in Pakistan 3

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The education system in Pakistan is generally divided into six levels: preschool (for the age
0
from 3 to 5 years), primary (grades one through five), middle (grades six through
eight), high (grades nine and ten, leading to the Secondary School Certificate or
SSC), intermediate (grades eleven and twelve, leading to a Higher Secondary School
Certificate or HSSC), and university programs leading
to undergraduate and graduate degrees.
The literacy rate ranges from 85% in Islamabad to 23% in the Torghar District. Literacy rates
vary regionally, particularly by sex. In tribal areas female literacy is 9.5%., while Azad
Jammu & Kashmir has a literacy rate of 74%. Moreover, English is fast spreading in Pakistan,
with more than 92 million Pakistanis (49% of the population) having a command over the
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English language. On top of that, Pakistan produces about 445,000 university graduates and
80,000 computer science graduates per year. Despite these statistics, Pakistan still has one
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of the lowest literacy rates in the world and the second largest out of school population (22.8
million children) after Nigeria.
Importance of Education in Pakistan
Education is the most important criteria for individual as well as collective development of a
society and a state. And Primary education is the basic bedrock upon which whole building of
education and human development stands. It provides the child with basic insight to a new
world and provides him with the necessary tools to proceed through various fields of life.
Unfortunately, the state of primary education system in Pakistan is very bleak. Leaving the
business corporations of private education system and-how they excessively exploit naive
parents—out of discussion, the situation of public education system is not any better.
Millions of children are out of school and victims of child labor and the remaining who are
going to any school are not getting any quality education either. Various factors are
responsible for poor situation of primary education system which includes lack of
infrastructure, dearth of qualified teachers, uneven student-teacher ratio, absence of
laboratories, teacher absenteeism, non-use of modern techniques of teaching and poor
teacher parents’ interaction.
Short Comings of our Education System
• Pakistan is facing number of drawbacks in its education system. Today our education
system does not offer the environment and opportunity of one and equal system of
education. The main problem is the inequality in public and private education sector of
Pakistan. There are many systems working in the country which result in conflict and
95
social division. Pakistan is an ideological state based on Islamic ideology but our
system of education is not able to protect our religious norms and guide our new
1 5
generation according to Islam.
• Another important reason of the failure of our educational system is less trained
5 5 1 9
faculty. New techniques of teaching and materials to make lessons more interesting to
the students have not been adopted. One of the chronic problem of our education
4 5
system is the shortage of teachers. The number of teachers has been gradually
increasing but it does not match favourably with the number of students and there is a
5 45
-
gap between the students and teachers ratio. Our poor examination system
encourages rote learning. The students look upon a degree as a passport to
1
•
2 5
employment in a commercial commodity which can be purchased if you pay the price.
-
Our curriculum is not updated to compete with the rest of the world. It has no direct
3
0 33 3
connection with the practical life which the students will have to face after the
completion of his studies. Lack of technical education is one of the major problem of
our country. A number of educational policies were introduced from time to time by
various regimes in the history of Pakistan for reforms but due to lack of
• 0
implementation and inconsistency, it showed no result.
Allocation of budget for the education sector is not enough. Pakistan is one of only 12
countries in the world that spend less than two per cent of its GDP on education.
Corruption is one of the major contributing factors for failure of educational policy. It is
due to lack of accountability and transparency along with low salaries of the staff. It is
believed that Pakistan is among the most prominent states affected by gender
discrimination. That not only harms the quality of education in Pakistan but creates a
gap among haves and have-nots. The adult female illiteracy rate in the country was
twice as high as for males. The illiteracy rate was 23.3 per cent for males and 46.9 per
cent for females.
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Solution
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To overcome this alarming situation the first and foremost step should be the better
implementation of the existing policies. We do not need new policies while our previous
policies are pending. Our curriculum should be appropriate according to the needs of today’s
world. Interactive teaching method should introduce so that students feel free to ask about
ambiguities. Capable and outstanding professionals prefer foreign jobs instead of serving in
their own country. By facilitating them we can restore our outstanding professionals. In
developed countries besides teacher’s training there is strong concentration on parents
training. Parents should be trained as to how they should behave with their children in
different matters. If we prepare our generation according to the needs of today’s world, they
can play an important role in the country’s progress. In short it is education that can turn the
population of any country from a burden to useful human resource.
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51 95
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WE ALSO PREPARE ONLINE ASSIGNMENTS REPORTS - THESIS- PROPOSALS and PROJECTS

Conformity with the objectives of curriculum :-

Harmony with national ideology :-

Conformity with the capabilities of the learners :-

Comprehensiveness and simplicity :-

Presentation of the content :-

brings about facilitation

Explanation of the content :-

Suggestions to Improve Quality of Textbooks

1. Introduce new topics by referencing to what the learner already knows

2. Pairing graphics with text

4. Encourage distributed practice

Purpose of Comparative at Secondary Level

Comparative education will contribute to the enunciation of the generalizations or principles

Importance of Tertiary Education 21

Role of Tertiary Education

Creating a quality workforce

Supporting business and industry

Nature of Secondary Education and National Educational Policy

Teachers’ knowledge of computer-related ergonomics in education will have an effect on the

Aims of Secondary Education

Secondary Education Commission: Aim # 1.

Secondary Education Commission: Aim # 2.

Secondary Education Commission: Aim # 3.

Aims and objectives

Literacy and Non-Formal Education

- 5 45 at secondary school level.

Teacher Training Programs of Secondary School Teachers

The program objectives are:

Typical subjects taught on a teacher training course

A teacher educator may be narrowly defined as a higher education professional whose

• Higher Education academics with a responsibility

State of education in Pakistan

Nature of Education in Pakistan 3

Short Comings of our Education System

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